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Assessing metacognition in the classroom: Student help-seeking behavior.
Youn Chu1, Shannon Palmer1, Adam M Persky1
1Division of Pharmacotherapy and Experimental Therapeutics, Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, 2312 Kerr Hall, CB#7569, Chapel Hill, NC 27599, United States.
Currents in Pharmacy Teaching & Learning
|December 6, 2018
Summary
Student pharmacists seek help more often for familiar content but are less likely to seek help when overconfident. Seeking help correlates with lower performance and confidence, especially on less familiar material.
Area of Science:
- Metacognition
- Educational Psychology
- Pharmacy Education
Background:
- Metacognitive monitoring is crucial for effective learning.
- Understanding help-seeking behavior is vital for student success in academic settings.
- Student pharmacists face unique challenges in monitoring their knowledge and seeking appropriate support.
Purpose of the Study:
- To develop and pilot an assessment measuring metacognitive monitoring of help-seeking behavior in first-year student pharmacists.
- To investigate if help-seeking behavior is influenced by content familiarity.
- To determine if performance and metacognition differ when students seek help versus when they do not.
Main Methods:
- A capstone project involved first-year student pharmacists answering drug information questions.
- Questions featured drugs with varying levels of curriculum emphasis (familiar vs. less familiar).
- Students rated confidence and indicated whether they would seek preceptor help; bias scores were calculated.
Main Results:
- Students performed better on familiar material (d=1.2) with slightly higher confidence (d=0.2).
- Seeking help was associated with lower scores (d=-2.2) and confidence (d=-3.7).
- Help-seeking was more likely for familiar content (OR=1.25) and less likely when overconfident (OR=0.18).
Conclusions:
- Student pharmacists exhibit metacognitive monitoring biases in their help-seeking behavior.
- Overconfidence, particularly with less familiar material, leads to reduced help-seeking.
- Interventions may be needed to improve metacognitive monitoring and appropriate help-seeking in pharmacy students.
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